小学英语新版-牛津上海版五年级上册Unit 1 My future获奖教学设计

Unit 1 my future

教案

1教学目标

知识目标:

1.让学生能听、说、读、写本单元单词:want, pilot, teach, cook, taxi driver, job, become, be good at ,desk, mask.

能用What do you want to be? I want to be ….与同伴讨论”My future”话题

能够介绍自己的职业理想,并询问他人的职业理想。

语言技能:

听: 1. 听懂有关询问职业理想的小对话,了解彼此将来想从事的职业及相关理由。

2. 听懂朋友之间谈论职业理想的对话。

说:1.用句型I want to be…及I want to …介绍自己未来想从事的职业及理由。

2.用What do you want to be?询问对方将来想从事的职业。

读:读懂谈论彼此将来想从事的职业的对话。

读懂故事《小青蛙的新工作》。

写: 1.正确书写本单元的核心词汇。

2.正确书写本单元的核心句型:What do you want to be? I want to be a pilot.

情感态度目标:

通过演一演,看一看,感受不同职业特点,渗透工作无贵贱之分的思想教育。

2重点难点

重点:1.了解字母组合sk在单词中的发音。

2.词汇:want, pilot, teach, cook, taxi driver, job, become, be good at ,desk, mask.

3. 句型:What do you want to be? I want to be….

难点:1.当句子主语为第三人称单数时,动词要做适当的变化。

2.want to do 与want to be 的区别。

4教学过程

4.1 第一学时

4.1.1教学目标

知识目标:

1.通过Think and write栏目整合已学表示职业的词汇,如:teacher, doctor等,同时学习Look and learn中的词汇。

2.通过词汇操练活动导入核心句型What do you want to be? I want to be…

3.通过Play a game巩固核心句型。

语言技能:

通过对话让学生学会用英语与别人在一定的情境中交流。

情感态度:

通过演一演,看一看,感受不同职业特点,渗透工作无贵贱之分的思想教育。

4.1.2学时重点

1.词汇:cook, polit, taxi driver

2.句型:What do you want to be? I want to be…

4.1.3学时难点

1.职业类单词的正确发音。

2.学习用I want to be…来表示自己未来的梦想。

4.1.4教学活动

活动1【讲授】教学过程

Step1: Warm up

1. Sing a song<Jobs song>(网上能搜到)

2. 学生说出歌曲中听到的有关职业的单词。

3.用简笔画画出典型职业的道具,如黑板代表教师,听诊器代表医生,激活学生已经学习过的职业类单词。(设计意图:通过歌曲,猜一猜游戏,激活学生的旧知为本堂课的新知学习服务。)

Step 2: Presentation

输入词汇:cook,教师过渡语:OK! What does your mother do? S1: She’s a ….T: In future do you want to be a …, too? 引导学生回答:Yes, I do. No, I don’t. 并输入future,揭示本节课的话题。Do you want to be a cook? (输入cook)The cook can cook nice food. Whose father is a cook? S1:…

2.输入词汇:pilot ,taxi driver和句型What do you want to be? I want to be…

教师过渡语:xx’s father/uncle is a cook, Do you want to be a cook, too? S1: No, I don’t. Now, How about Peter? Let’s listen!

导入文本:(学生静听后,回答:Does Peter wants to be a cook?)

A: Hi, I’m Peter, I like planes, I want to be a pilot. What do you want to be?

教师过渡语:Peter doesn’t want to be a cook. Peter wants to be a pilot. Do you want to be a pilot? S1:…/S2:…T What do you want to be?引导学生用I want to be…试着与老师交流。

(设计意图:通过在真实的交流中输入词汇和句型,做到词不离句,让单词学习的更真实,更有意义,帮助学生记牢。)

3.听录音指读单词,抄写单词。

Step3: Practice

1.出示不同职业的图片,师——生,生-----生,小组活动。

T: Do you want to be a…?

S1: Yes I do./No, I don’t.

T: What do you want to be?

S1: I want to be…./I want to

2. Group work: 二人一组,用图片对话。

Step 4 Consolidation

完成Think and write。Mr Smith is a cook. He can cook nice food. How about Miss green.启发学生用 is a .He/She can…表达了解各个职业的特点和干的事情。

【设计意图】本节课职业类单词的认识并不难,加入职业特点的表述为第二课时的学习做好铺垫,让语言更加丰富多彩。

Homework:

* 听、读、写本课的单词,句型,并试着记住它们。

**试着用英文表达自己未来的理想工作。

Hi, I’m … I like … , I want to be . ...

4.2 第二学时

4.2.1教学目标

1.以Listen and say的情景对话为中心。巩固核心句型及核心词汇。

2.展开Ask and answer的活动,讨论学生的理想职业,并完成口头语汇报。

4.2.2学时重点

1.词汇:want teach

2.句型:Do you want to be a(an).....?

4.2.3学时难点

学习用Do you want to be.....? 句型讨论彼此的理想职业。

4.2.4教学活动

活动1【讲授】教学过程

Step1.Warm-up

1.学生准备一些新人图片,向班级展示并进行描述。

S1: This is my uncle. He can cook well. He likes cooking. He works in a restaurant. He is a cook。

S2: This is my mother. She likes Chinese. She works in a school .She’s a Chinese teacher.

2.使用本单元的核心句型及词汇引导学生朗读儿歌。教师出示不同职业的照片或词卡,引导学生把单词套入歌谣中。

What do you, what do you, what do you want to be? I want to ,I want to ,I want to be a(an).....

( 设计意图:通过朗诵儿歌的形式,激发学生的学习兴趣,复习旧知,为新课的学习做准备。)

Step 2.Presentation

1.听Listen and say的录音,回答问题。

1) T: What does Peter /Kitty.....want to be?

S1.S2....:He/She wants to be a (an)......

2)课本第三页Answer the questions ,学生先两人一组完成,在全班检查。

2.听Listen and say的录音,跟读,模仿。

3.教师出示图1Peter,并示范介绍人物。

T: (Show Picture 1) This is Peter .He wants to be a doctor. He wants to help people.

学生结对子,分别介绍图2Kitty,图3Alice和图4Joe。然后请三名学生到前面依次示范。

S1: This is Kitty. She wants to be a doctor。She wants to help people.

S2: This is Alice. She wants to be a teacher. She wants to teach English in a school.

S3: This is Joe. He wants to be a cook. He wants to cook nice food.

Step 3: Practice.

1.出示 Ask and answer,四人一组完成调查表。

S1: Hi,(S2’s name).What can you do?

S2: I can swim. I can cook too。

S1: What do you like doing?

S2: I like eating nice food.

S1:What do you want to do?

S2:I want to be a cook.I want to cook nice food.

Name

can

Likes doing

Wants to be

Wants to do

2.学生班内交流。

S1:(S2’s name)is my friends. He can swim and cook. He likes eating nice food. He wants to be a cook. He wants to cook nice food

Homework:

1.熟读对话。

2.介绍朋友或亲人的理想职业。

4.3 第三学时

4.3.1教学目标

知识目标:

1.通过语音部分的儿歌,了解字母组合sk在单词中的发音。

2.帮助学生阅读故事《小青蛙的新工作》。通过阅读活动,引导学生通过阅读抓住关键信息,了解故事大意,并完成后续练习。

3.通过学习任务,帮助学生巩固和综合运用本单元所学的知识和技能。

能力目标:能通过观察图,联系上下文了解故事大意。

情感目标:通过阅读故事明白只有干适合自己的职业才能做得好。

4.3.2学时重点

1.语音:sk(desk、mask)

2.词汇:job, become,(be)good at

4.3.3学时难点

当句子主语为第三人称单数时,动词要做适当的变化。

4.3.4教学活动

活动1【讲授】教学过程

Step1: Warm up

1. Greeting

2.用“开火车”活动复习句型(want to be 和 want to do)

3.出示一些动物的照片,与学生讨论动物的特长和它们可以胜任的工作。

[设计意图:通过讨论小动物们的特长,激发学生们的兴趣,为后面学习做好铺垫。]

Step2: Presentation

一、播放故事录音《Froggy’ s new job》。

1.出示教学挂图,让学生介绍人物。了解故事主人公”Froggy”_ It can swim, It is good at swimming.(突破难点:Be good at….)

2.学生带着问题阅读文章,然后回答问题。

Picture 1

What does Froggy want to be?

(He wants to be a pilot.)

2) Does he like flying?

(No, he doesn’t. He’s afraid of flying.)

Picture 2

What does Froggy want to be now?

(He wants to be a singer. )

Can he sing well?

(No, he can’t.)

Picture 3

What does Froggy hear?

(He hears a chick crying for help.)

What does he do?

(He jumps into the lake and saves the chick.)

Picture 4

What is Froggy’s new job? (A lifeguard.)

Does he like his new job?(Yes ,he does.)

3.指导学生完成课本第5页Read a story的练习。

4.请学生根据图片复述故事。

(设计意图:通过故事阅读,进一步掌握核心词汇和句型;通过故事表演,激发学生们的学习兴趣并明白要根据自己的特长树立合适的职业理想。)

二、出示一组含有字母组合sk的单词,请学生跟读并记住sk的发音。

如:desk、mask、task、disk、ask

T:sk,/sk/ ,desk ,desk Ss: sk,/sk/ ,desk ,desk

T: sk,/sk/ ,mask ,mask Ss: sk,/sk/ ,mask ,mask

播放Learn the sounds,请学生模仿跟读。

与以前学过的ck /k/比较,给出几个单词,让学生归类。

ck:clock ,rock, knock, tick-tock,chick
sk:ask,desk,mask,task,disk

Step 3 Practice

根据故事内容完成练习

Froggy wants to be a pilot. He wants to fly a plane, but he is afraid of flying. He wants to be a singer, but he cannot sing well. One day, he sees a chick in the lake. The chick cries for help. Froggy jumps into the lake with a lifeguard and saves the chick. He then becomes a lifeguard. He likes his new job.

(设计意图:通过复述让学生们进一步了解故事并强调难点当句子主语为第三人称单数时,动词要做到适当的变化。)